This document outlines activities from a life science class. It includes introductions, challenges, procedures, results, analyses, and reflections for each activity. Activity topics include studying people scientifically, the scientific method, organs and organ systems, senses, digestion, the liver, bones and muscles, and gas exchange. Key terms are defined for each activity. Students are guided through experiments, readings, and questions to learn about various human body systems and scientific problem solving.
Bond J has a coupon rate of 4.3 percent. Bond S has a coupon.docxAASTHA76
Bond J has a coupon rate of 4.3 percent. Bond S has a coupon rate of 14.3 percent. Both bonds have eleven years to maturity, make semiannual payments, a par value of $1,000, and have a YTM of 9.6 percent.
If interest rates suddenly rise by 3 percent, what is the percentage price change of these bonds? (A negative answer should be indicated by a minus sign. Do not round intermediate calculations and enter your answers as a percent rounded to 2 decimal places, e.g., 32.16.)
Percentage
change in price
Bond J
%
Bond S
%
If interest rates suddenly fall by 3 percent instead, what is the percentage price change of these bonds? (Do not round intermediate calculations and enter your answers as a percent rounded to 2 decimal places, e.g., 32.16.)
Percentage
change in price
Bond J
%
Bond S
%
-20.42
-16.37
Lab 1 – Introduction to Science
Exercise 1: The Scientific Method
In this exercise, you will answer the questions based on what you have seen in the videos throughout the lab. Be sure to pay careful attention to the videos – you will not only need them to complete this exercise successfully, but also to have a firm understanding of the scientific method for future labs.
QUESTIONS
1. Make an observation – Write down any observations you have made regarding the effect of pollution on the environment.
Answer =
2. Do background research – Utilizing the scholarly source (provided here), describe how pollution might affect yeast.
Answer =
3. Construct a hypothesis – Based on your research from question 2, develop an if-then hypothesis relating to the effect of pollution on yeast respiration.
Answer =
4. Test with an experiment – Identify the dependent variable, independent variable, and the controlled variables for the experiment.
Answer =
5. Analyze results – Record your observations of the three test tubes before incubation and compare them to the observations provided in the video.
Answer =
Test Tube
Initial Appearance
Yeast with No Pollutant
Yeast with Salt Water
Yeast with Detergent
6. Analyze results – Record your observations of the three test tubes after incubation.
Answer =
Test Tube
Final Appearance
Yeast with No Pollutant
Yeast with Salt Water
Yeast with Detergent
7. Analyze results – The table below shows sample data regarding the amount of carbon dioxide produced by each tube. Determine what type of graph would be the most appropriate for displaying the data and explain why you chose that graph. Then, make a graph. Use Microsoft Excel or a free graphing program (for example, https://nces.ed.gov/nceskids/createagraph/) to create the graph. Submit this with your post-lab questions.
Sample
Amount CO2 Produced (mL) After 1 Hour
Yeast with No Pollutant
7 mL
Yeast with Salt Water
0.5 mL
Yeast with Detergent
0 mL
Answer =
8. Draw conclusions – Interpret the data from the graph in Question 7. What conclusions can you make based on this graph?
Answer =
9. Draw conclusions – Based on your observations ...
Week 1 - AssignmentEnvironmental FootprintCarefully review the .docxco4spmeley
Week 1 - Assignment
Environmental Footprint
Carefully review the
Grading Rubric
before beginning the assignment.
The purpose of this assignment is to provide you with an opportunity to learn more about how connected you are to the ecosystems and biosphere that you inhabit. You will learn how your everyday choices impact our environment. Most importantly, you will learn about the benefits of joining the increasing number of people who are making choices that reduce their environmental impact.
First, calculate your ecological footprint.
(If you are having difficulty getting any of the proper information from the calculator, you may need to try a different web browser. For instance, if you are using Google Chrome you may need to use Internet Explorer, Safari, Mozilla, etc. If you are using one of these and are experiencing difficulties, you may need to try Google Chrome, etc.)
Use the
Footprint Calculator
to measure your ecological footprint and learn “how many Earths” it takes to support your lifestyle. Be sure to choose the “detailed response” option for each question.
Answer each question in the quiz honestly and record your answers and results in the
Environmental Footprint Reporting Form
.
Second, calculate your household carbon emissions.
Use the
Household Carbon Footprint Calculator
to measure your carbon emissions and determine your environmental impact and the benefits of solutions.
Section 1: Estimate your current total household emissions (from home energy use, vehicle use, waste).
Section 2: Explore actions you can take to reduce your greenhouse gas emissions, energy use, and waste disposal costs.
Section 3: See how much you can save (in dollars and emissions) by taking the actions you chose in Section 2.
Answer each question in the quiz honestly and record your answers and results in the Environmental Footprint Reporting Form. Complete Tables A and B as well as assignment questions 1 through 4 in complete sentences on the Environmental Footprint Reporting Form.
Complete Tables A and B as well as Questions 1 through 4 in complete sentences on the Environmental Footprint Reporting Form and submit the document via Waypoint. The document does not need to include a title page or other APA formatting; however, if you utilize any outside sources in your answers, you must reference these sources in proper APA format as outlined in the Ashford Writing Center.
In this class, you have
three
tutoring services available:
Paper Review
,
Live Chat
, and
Tutor E-mail
. Click on the Ashford Writing Center (AWC) tab in the left-navigation menu to learn more about these tutoring options and how to get help with your writing.
Ashford 2: - Week 1 (Jul 21 - Jul 27)
Overview
Assignment
Due Date
Format
Grading Percent
Post Your Introduction
Day 1
Discussion
1
Discussion 1: Biomes and Diversity
Day 3
(1st post)
Discussion
3
Laboratory: Introduction to Science
Day 7
Laboratory
6
Assignment: Environmental Footprint
Day 7
Assignment
5
No.
Introduction to Science
12
The Scientific Method
Observations
Variables
Controls
Data Analysis
Calculations
Data Collection
Percent Error
Scientific Reasoning
Writing a Lab Report
Socrates (469 B.C. - 399 B.C.), Plato (427 B.C. - 347 B.C.), and Aristotle (384
B.C. - 322 B.C.) are among the most famous of the Greek philosophers
(Figure 1). Plato was a student of Socrates, and Aristotle was a student of Pla-
to. These three philosophers are considered to be the greatest thinkers of
their time.
Aristotle’s views on science profoundly shaped medieval academics, and his
influence extended into the Renaissance (14
th
- 16
th
century). His opinions
were the authority on science well into the 1300s. Unfortunately, the philoso-
pher’s method was logical thinking and did not involve making direct observa-
tions on the natural world. As a result, many of Aristotle’s opinions were incor-
rect. Although he was extremely intelligent, he used a method for determining
the nature of science that was insufficient for the task. For example, in Aris-
totle’s opinion, men were bigger than women. Therefore, he made the de-
duction that men would have more teeth than women. It is assumed that he
never actually looked into the mouths of both men and women and counted
their teeth. If he had, he would have found that males and females have ex-
actly the same number of teeth (Figure 2).
In the 16
th
and 17
th
centuries, innovative thinkers began developing a new
way to investigate the world around them. They were developing a method
that relied upon making observations of phenomena and trying to explain
why that phenomena occurred. From these techniques, the scientific method
was born. The scientific method is a process of investigation that involves
Figure 1: Neoclassical statue
of ancient Greek philosopher,
Plato, in front of the Academy
of Athens in Greece.
Figure 2: Humans—male and
female—have 20 baby teeth
and 32 permanent teeth.
13
experimentation and observation to acquire new knowledge, solve problems, and answer questions. Scien-
tists eventually perfected the methods and reduced it to a series of steps (Figure 3).
Today, the scientific method is used as a systematic approach to solving problems. Science begins with ob-
servations. Once enough observations or results from preliminary library or experimental research have been
collected, a hypothesis can be constructed. Experiments then either verify or disprove the hypothesis. If
enough evidence can support a hypothesis, the hypothesis can become a theory, or proven fact. Theories
can be further refined by other hypotheses and experimentation. An example of this is how we further refine
our knowledge of germ theory by learning about specific pathogens. A scientific law is a summary of obser-
vations in which there are no current exceptions using the most recent technology. It can be a.
What every teacher should know about cognitive researchStephanie Chasteen
From the Colorado Science Conference (Nov, 2011)
In the past few decades, we’ve gained a wealth of information about how people learn. The results of this cognitive and education research can help us become more effective teachers. In this interactive talk, we’ll explore some of the main findings of cognitive research in a language accessible to everybody, and discuss how they can be used in our teaching.
Bond J has a coupon rate of 4.3 percent. Bond S has a coupon.docxAASTHA76
Bond J has a coupon rate of 4.3 percent. Bond S has a coupon rate of 14.3 percent. Both bonds have eleven years to maturity, make semiannual payments, a par value of $1,000, and have a YTM of 9.6 percent.
If interest rates suddenly rise by 3 percent, what is the percentage price change of these bonds? (A negative answer should be indicated by a minus sign. Do not round intermediate calculations and enter your answers as a percent rounded to 2 decimal places, e.g., 32.16.)
Percentage
change in price
Bond J
%
Bond S
%
If interest rates suddenly fall by 3 percent instead, what is the percentage price change of these bonds? (Do not round intermediate calculations and enter your answers as a percent rounded to 2 decimal places, e.g., 32.16.)
Percentage
change in price
Bond J
%
Bond S
%
-20.42
-16.37
Lab 1 – Introduction to Science
Exercise 1: The Scientific Method
In this exercise, you will answer the questions based on what you have seen in the videos throughout the lab. Be sure to pay careful attention to the videos – you will not only need them to complete this exercise successfully, but also to have a firm understanding of the scientific method for future labs.
QUESTIONS
1. Make an observation – Write down any observations you have made regarding the effect of pollution on the environment.
Answer =
2. Do background research – Utilizing the scholarly source (provided here), describe how pollution might affect yeast.
Answer =
3. Construct a hypothesis – Based on your research from question 2, develop an if-then hypothesis relating to the effect of pollution on yeast respiration.
Answer =
4. Test with an experiment – Identify the dependent variable, independent variable, and the controlled variables for the experiment.
Answer =
5. Analyze results – Record your observations of the three test tubes before incubation and compare them to the observations provided in the video.
Answer =
Test Tube
Initial Appearance
Yeast with No Pollutant
Yeast with Salt Water
Yeast with Detergent
6. Analyze results – Record your observations of the three test tubes after incubation.
Answer =
Test Tube
Final Appearance
Yeast with No Pollutant
Yeast with Salt Water
Yeast with Detergent
7. Analyze results – The table below shows sample data regarding the amount of carbon dioxide produced by each tube. Determine what type of graph would be the most appropriate for displaying the data and explain why you chose that graph. Then, make a graph. Use Microsoft Excel or a free graphing program (for example, https://nces.ed.gov/nceskids/createagraph/) to create the graph. Submit this with your post-lab questions.
Sample
Amount CO2 Produced (mL) After 1 Hour
Yeast with No Pollutant
7 mL
Yeast with Salt Water
0.5 mL
Yeast with Detergent
0 mL
Answer =
8. Draw conclusions – Interpret the data from the graph in Question 7. What conclusions can you make based on this graph?
Answer =
9. Draw conclusions – Based on your observations ...
Week 1 - AssignmentEnvironmental FootprintCarefully review the .docxco4spmeley
Week 1 - Assignment
Environmental Footprint
Carefully review the
Grading Rubric
before beginning the assignment.
The purpose of this assignment is to provide you with an opportunity to learn more about how connected you are to the ecosystems and biosphere that you inhabit. You will learn how your everyday choices impact our environment. Most importantly, you will learn about the benefits of joining the increasing number of people who are making choices that reduce their environmental impact.
First, calculate your ecological footprint.
(If you are having difficulty getting any of the proper information from the calculator, you may need to try a different web browser. For instance, if you are using Google Chrome you may need to use Internet Explorer, Safari, Mozilla, etc. If you are using one of these and are experiencing difficulties, you may need to try Google Chrome, etc.)
Use the
Footprint Calculator
to measure your ecological footprint and learn “how many Earths” it takes to support your lifestyle. Be sure to choose the “detailed response” option for each question.
Answer each question in the quiz honestly and record your answers and results in the
Environmental Footprint Reporting Form
.
Second, calculate your household carbon emissions.
Use the
Household Carbon Footprint Calculator
to measure your carbon emissions and determine your environmental impact and the benefits of solutions.
Section 1: Estimate your current total household emissions (from home energy use, vehicle use, waste).
Section 2: Explore actions you can take to reduce your greenhouse gas emissions, energy use, and waste disposal costs.
Section 3: See how much you can save (in dollars and emissions) by taking the actions you chose in Section 2.
Answer each question in the quiz honestly and record your answers and results in the Environmental Footprint Reporting Form. Complete Tables A and B as well as assignment questions 1 through 4 in complete sentences on the Environmental Footprint Reporting Form.
Complete Tables A and B as well as Questions 1 through 4 in complete sentences on the Environmental Footprint Reporting Form and submit the document via Waypoint. The document does not need to include a title page or other APA formatting; however, if you utilize any outside sources in your answers, you must reference these sources in proper APA format as outlined in the Ashford Writing Center.
In this class, you have
three
tutoring services available:
Paper Review
,
Live Chat
, and
Tutor E-mail
. Click on the Ashford Writing Center (AWC) tab in the left-navigation menu to learn more about these tutoring options and how to get help with your writing.
Ashford 2: - Week 1 (Jul 21 - Jul 27)
Overview
Assignment
Due Date
Format
Grading Percent
Post Your Introduction
Day 1
Discussion
1
Discussion 1: Biomes and Diversity
Day 3
(1st post)
Discussion
3
Laboratory: Introduction to Science
Day 7
Laboratory
6
Assignment: Environmental Footprint
Day 7
Assignment
5
No.
Introduction to Science
12
The Scientific Method
Observations
Variables
Controls
Data Analysis
Calculations
Data Collection
Percent Error
Scientific Reasoning
Writing a Lab Report
Socrates (469 B.C. - 399 B.C.), Plato (427 B.C. - 347 B.C.), and Aristotle (384
B.C. - 322 B.C.) are among the most famous of the Greek philosophers
(Figure 1). Plato was a student of Socrates, and Aristotle was a student of Pla-
to. These three philosophers are considered to be the greatest thinkers of
their time.
Aristotle’s views on science profoundly shaped medieval academics, and his
influence extended into the Renaissance (14
th
- 16
th
century). His opinions
were the authority on science well into the 1300s. Unfortunately, the philoso-
pher’s method was logical thinking and did not involve making direct observa-
tions on the natural world. As a result, many of Aristotle’s opinions were incor-
rect. Although he was extremely intelligent, he used a method for determining
the nature of science that was insufficient for the task. For example, in Aris-
totle’s opinion, men were bigger than women. Therefore, he made the de-
duction that men would have more teeth than women. It is assumed that he
never actually looked into the mouths of both men and women and counted
their teeth. If he had, he would have found that males and females have ex-
actly the same number of teeth (Figure 2).
In the 16
th
and 17
th
centuries, innovative thinkers began developing a new
way to investigate the world around them. They were developing a method
that relied upon making observations of phenomena and trying to explain
why that phenomena occurred. From these techniques, the scientific method
was born. The scientific method is a process of investigation that involves
Figure 1: Neoclassical statue
of ancient Greek philosopher,
Plato, in front of the Academy
of Athens in Greece.
Figure 2: Humans—male and
female—have 20 baby teeth
and 32 permanent teeth.
13
experimentation and observation to acquire new knowledge, solve problems, and answer questions. Scien-
tists eventually perfected the methods and reduced it to a series of steps (Figure 3).
Today, the scientific method is used as a systematic approach to solving problems. Science begins with ob-
servations. Once enough observations or results from preliminary library or experimental research have been
collected, a hypothesis can be constructed. Experiments then either verify or disprove the hypothesis. If
enough evidence can support a hypothesis, the hypothesis can become a theory, or proven fact. Theories
can be further refined by other hypotheses and experimentation. An example of this is how we further refine
our knowledge of germ theory by learning about specific pathogens. A scientific law is a summary of obser-
vations in which there are no current exceptions using the most recent technology. It can be a.
What every teacher should know about cognitive researchStephanie Chasteen
From the Colorado Science Conference (Nov, 2011)
In the past few decades, we’ve gained a wealth of information about how people learn. The results of this cognitive and education research can help us become more effective teachers. In this interactive talk, we’ll explore some of the main findings of cognitive research in a language accessible to everybody, and discuss how they can be used in our teaching.
1. Issues and Life Science
Unit A: Studying People
Scientifically
Mr. Forde
Scofield Magnet MS
2014 - 2015
2. Activity .5: Sept. 3, 2014
Getting Started: Write 2 – 3 things that you think would keep
science class safe.
Procedure:
1) Review the science lab rules with the class
2) Form a team of two and think of a science rule that you
would like to illustrate as a team.
3) Review the rubric for your first science grade.
3) Check in with Mr. Forde to get the OK to get started on a rule
to create.
4) Start creating the poster that you will present tomorrow!
Homework…. Have the science safety contract signed and
returned by tomorrow!
4. Activity 1: Saving Fred
Sept. 8, 2014
Getting Started: Write 2 - 3 sentences describing problem you solved revently
and how you solved it
Introduction: Read and summarize pg. A-4 in one sentence.
5. Key Words: Hypothesis, Scientific Method
Procedure: Write a procedure for SAVING FRED with your partners and complete it for
HW on Monday 9/8.
Homework for Tuesday 9/9: Answer Analysis Questions 1 – 4 on page A6 – A7.
Reflection: People face problems in their lives every day. What did you learn from this
activity that you can use to solve other problems? How do you think this compares with
how scientists solve problems?
6.
7.
8.
9.
10.
11. Activity 2: The Pellagra Story
September 9/10, 2013
Getting Started: List 2 things that scientists could do to learn more about a
disease and its cause or causes?
Introduction: We read the intro.
12. Challenge: What are the common elements of all scientific
problem-solving methods?
Key Words: ethics, evidence, inference, observation
Results: See Worksheets
Fill in “Notes on the Pellagra Story” sheet
Complete “Observation and Inference” sheet
Compare “Dr. Goldberger and the Traditional Scientific Method’
<<Video Link --
http://www.pbslearningmedia.org/resource/odys08.sci.life.gen.pellagra/pellagra/>>
Analysis: Answer Analysis Questions 1a, 1b, 2a, (homework)
Reflection: Choose two careers that interest you (police officer, nurse, teacher, scientist,
etc.) and describe the kids of problems they face in their careers and how they solve them.
13. Hypothesis: An educated guess
Scientific Method: Steps that scientists use to complete
their work.
Ethics: Looking at what is right and wrong
Evidence: Info that is collected to see if something is true.
Inference: A conclusion based on evidence
Observation: Looking at something carefully.
Key Words:
14. Should a prisoner who participated
in Dr. Goldberger’s experiment on
Pallegra be allowed to be released
from prison?
15. Activity 12: What’s Happening Inside?
September 14 - 16, 2014
Getting Started: List as many human organs
as you can.
Introduction: Read and summarize pg. B-10
in 2 sentences.
16. Challenge: What do you know about organs and organ
systems of the human body?
Key Words:
System- A group of related parts that work together
Organ- a structure made of tissues that perform an
important body function (job).
Organ System- a group of organs that work together to
perform an important body function (job).
18. Procedure: Have you read and do you understand the procedure for
part A pg. B11-B12 together? Write two sentences that describes
what you will be doing.
Results: Part A: Copy questions from part A “laying it out”
Part B: Write your grouped organs in your notebook
Complete student sheet 12.1 sheet
Part D: student sheet 12.2a and 12.2b
Analysis: Answer Analysis Questions 1,2, 5 and 6.
Reflection: What new things have you learned about the human body
in this activity?
26. Activity 5: Can you feel the difference?
September
Getting Started: Discuss designing an experiment. (Watch PBS Video-
http://pbskids.org/dragonflytv/show/basketball.html)
Introduction: Read and summarize pg. A-20 in one/two sentences.
27. Challenge: What is the smallest distance apart at which you can still feel two points?
Key Words: variables, control variables, sample size, sensitivity
Procedure: We will read the procedures on pg. A21 - A23 together.
Results: See sheet
28. Analysis: Answer Analysis Questions 1, 3, 4a, 4b and 6.
Reflection: How would you create an experiment to test a person’s sensitivity to sound?
29. Activity 5: Paper Shots
Getting Started: Discussion “How would you set-up a
basketball shooting experiment?”
(Watch PBS Video-
http://pbskids.org/dragonflytv/show/basketball.html)
Challenge: What are the variables of a well designed
experiment?
Key Words: Control Variable, Dependent Variable,
Independent Variable
Procedure: Each student shoots a paper ball 10x at 12 tiles
to collect data.
32. Control Variable- Those things you keep the same
in an experiment.
Dependent Variable- D = data, Data you are
collecting in your experiment.
Independent Variable- The change you are making
(studying) in an experiment.
34. Activity 6: Finding the Nerve
September 16, 2013
Getting Started: What and where are your 5 senses?
Challenge: Why do different parts of the body have different sensitivities to
touch?
Key Words: Homeostasis, Nerves, Nervous System, Neuron,
Procedure: Let’s read together. You will complete the stopping to think
questions at each section in your binder.
36. Nerves – a bundle of nerve cells
Neuron- a nerve cell
Nervous System- Your brain, spinal cord and
nerves.
Homeostasis- the ability to maintain a steady
environment.
Key Words:
37. Activity 14: Breakdown
October 1 - 3, 2014
Introduction: Read p B-19 and describe the difference between mechanical and
chemical digestion.
Challenge: What are the common elements of all scientific problem-solving
methods?
Key Words: chemical breakdown, mechanical breakdown, surface area
38. Challenge: Why is it important to chew your food?
Procedure:
Design an experiment on digestion and have the following in your notebook:
•Title
•Purpose
•Variable being tested (Indep. Variable)
•Procedure
•Hypothesis
•Variables we are keeping the same
Results: •Data on data chart (in notebook) from your original experiment.
Analysis: Answer Analysis
Questions 1 - 3
39. •Title: Breakdown - Part B.
•Problem: What effect does
•Variable being tested (Indep. Variable):
•Hypothesis: If….. then….. because
•Variables we kept the same(Control Variables)
•Procedure:
Step 1-
Results: ______ sec.
Observations:
40. Activity 15: Digestion: An Absorbing Tale
October , 2014
Getting Started: Do question 1 on student sheet
15.1 (Burrito) on back 1/2 of page.
Challenge: How does your digestion system work?
Key Words:
Absorb (absorption)- moving of nutrients from
the digestive system to your blood
Nutrients: completely broken down food
Analysis: Answer Analysis Questions 2 an3 for HW
(discuss 4 and 6 in class)
Reflection: Sheet 15.1
43. Digestive system organs:
Mouth- teeth and tongue – mechanical digestion
- saliva – chemical digestion (starches)
Esophagus- connects mouth to stomach
- wave like motion
Stomach- churns foods- mechanical digestion
- powerful acid – chemical digestion of proteins
Liver and Pancreas- sprays digestive juices onto the food
as it leaves the stomach to digest fats and reduce acidity.
Small Intestine- Site of MOST chemical digestion; Villi absorb
nutrients here
Large Intestine- Solid waste formed and water reabsorbed.
44. Activity 13: Living With Your Liver
October , 2014
Getting Started: What do you know about your liver?
(one sentence)
Challenge: How does your liver help to keep your
body in balance?
Keywords: (vocab section)
Structure- the way in which parts are arranged
Function- job
Regulate- to control the rate or speed of something
Toxin- a poison that is harmful to the human body
Procedure: Read, Annotate and RACE the liver article.
45. Activity 16: Support System: Bones, Joints and Muscles
October 2014
Introduction: Read intro on pg. B28
Challenge: How do the structures in a chicken wing or a human
arm enable it to perform its function?
Key Words:
Bone- a tissue made of bone cells surrounded by calcium
phosphate.
Cartilage- a slippery tissue located at the ends of bones, your
ears and the tip of your nose.
Joint- a location where two bones meet
Ligament- tissue that connects Bone to Bone.
Tendon- Tissue that connects Muscle to Bone.
46. The functions (Jobs) of the bones:
1)Protection- (rib cage, skull etc.)
2)Support
3)Production of blood cells in marrow
(Center part of long/flat bones)
4)Movement (with skeletal muscles)
5)Mineral Storage (Calcium)
47.
48.
49.
50. Activity 17: Gas Exchange
October , 2014
Getting Started: Complete the
anticipation guide 17.1 “before”
Challenge: How much carbon
dioxide is in your exhaled breath?
Key Words:
Indicator – are chemicals that
change their appearance in
different solutions.
Respiratory System – the body
system that allows you to take in
oxygen and release carbon dioxide.
-----------------------------------------------
Procedure: Have you read and do
you understand the procedure for
part A on pg. B39-B40? Write two
sentences that describe what you
will be doing.
51. Results: Part A results- create this chart.
Part B- ______ - number of drop it took to match the BTB control color.
Analysis: Part B- Answer Analysis Questions 3 - 7 pg. B43
Reflection: If you had pneumonia, which limits your ability to take exchange oxygen, how
do you think you would feel?
CUP Initial BTB
color
Final BTB
color
After Adding
Sodium hydroxide
A (control) X
B (air) X
C (sodium
hydroxide)
X
D (exhaled
breath 1)
E (exhaled
breath 2)